Applied Practice in Context Week 27 - Professional Broader Context
Activity 3 - Professional Broader Context - Issues and Trends
One of the Issues that captivates my attention is Shifting the focus to student-centred learning.
The driving force of our NZC is the vision that sees our tauira as lifelong learners who are confident, creative, connected and actively involved.
Alongside this vision are the set of principles which school uses to make decisions to base their school curriculum upon.
Schools use the values from the NZC as a model with which to create their own and then the five key competencies are our everyday guidelines to encourage our tauira to become the best they can be for their future.
Now that I am working alongside Y7/Y8 tauira, shifting the focus to student-centred learning has become so much more relevant now that I am working with tauira who are able to respond to what this kaupapa means. For tauira to have control of their learning with me as a guide on the side is empowering and, I feel, will set them up for independence in life.
In the ERO Document - Evaluation at a Glance, Priority Learners in New Zealand Schools (2012) the spotlight falls on those learners identified who have not been experiencing educational success - Maori and Pasifika, special needs, low socio-economic backgrounds. There are a multitude of reasons why this is happening and it is crucial that we do not take on board all the problems of the world, however it is important to acknowledge that they exist and move on to work with the things we can do something about. NO MORE DEFICIT THINKING!
The ERO document discusses the findings. They occur across the primary and secondary school systems, across many learning areas and contexts, and have been identified in a range of national evaluations. Because they impact on our priority learners the message is simple - SOMETHING MUST BE DONE, URGENTLY! There is no silver bullet - we have to try everything we can to make a difference for our priority tauira.
The influences of shifting the focus to student-centred learning on the education system has meant that school leader and teacher capability has undergone a shift in thinking and the way of making changes for our tauira as well.
- The need to be inclusive,
- Adapt school systems,
- Advocate for the tauira,
- Resource the school to meet the needs of tauira,
- Be innovative and creative,
- Be experienced in dealing with diverse learning needs,
- Working together with tauira, whanau, community, outside agencies
- Use strengths, interests and needs of the tauira to develop programmes
- Support tauira through transition points in their schooling and beyond.
Something that has always challenged me is working in a school with many more priority learners than high achievers, I have often thought how do we as school communities make a difference for ALL our tauira without sacrificing the needs of one over the other. Our school charter, strategic and annual plan reflects the needs of our priority learners. Can we do justice to them all?
It is our responsibility to show our tauira how to be in charge of their learning, how to be at the centre of their learning. It is our responsibility to prepare tauira for a future they, and we don’t even know what it holds. We are in constant change keeping up with trends in education. School leaders have to be looking and sourcing the PLD their school community requires to make a difference for the tauira, their whanau, the community and the staff. This is the challenge for the future.
We have to be on top of our game.
We have to use the research and literature available to inform our practice and do something about it.
We have to acknowledge that we don’t always have the answers but we are going to try.
Education Review Office. (2012). Evaluation at a Glance: Priority Learners in New Zealand Schools. Retrieved 18 May 2016, from http://www.ero.govt.nz/assets/Uploads/Evaluation-at-a-Glance-Priority-Learners-in-New-Zealand-Schools-August-2012.pdf
ERO (2010) Including Students With High Needs. Wellington: Education Review Office.
Activity 3: Contemporary issue or trend in New Zealand or internationally
This is a great blog post. I agree with your point that it is so hard to be supporting ALL learners. It is so hard with a large class to be targeting your at risk kids all the while trying to extend students who may already be above the standard. It is a constant battle, and I like your point that we don't always have the answers but as long as we continuing to try and do I best that is what's important!
ReplyDeleteHi Candace, I found a great FB post today that said...
Delete"I am enough of a realist to understand that I can't reach every child, but I am more of an optimist to get up every morning and try." by Preston Morgan. Wise words. All the best for your learning journey. Nga mihi nui Keri
Thanks for sharing your reflections.....
ReplyDeleteI agree that students having control of their learning with me as a facilitator is empowering and, I also feel, will set them up for independence in life
Within the school I teach, we are at the opposite end of the scale to you, being a decile 10 school, with high achievers out-balancing priority learners. Aside of what the ERO report stipulates, for me, I see them all as priority and as professionals, I’m sure that would be the belief of most teachers out there.
If we are facilitating ALL children's acceptance and practice of the key competencies, then I feel we are developing them as best we can to be ready for after school and beyond.
The positive response I have had from student led learning in my Year 5 class has been a breath of fresh air for the children (and myself): they are more eager to get on and challenge themselves at their own pace, making them successful within their own right, raising their self-esteem. This frees me up to conference with those who need guidance.
An important aspect of student led learning is having a growth mindset, again falling under the umbrella of the KC's.
Teaching is changing….and I am all for facilitating change for the digital natives……it’s our job!
Hi Suzanne, it's amazing isn't it how the KC's are such an important and vital component to a child's learning journey, yet in so many schools I have been involved with, they are just there, not focused upon and almost neglected or just paid lip service. Thank you for your insight into student-led learning. Inspires me to give my tauira more opportunities to be responsible for their own learning. Nga mihi Keri
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